Implementasi Pembinaan Kesejahteraan Guru ASN dan Non-ASN di Sekolah Negeri
DOI:
https://doi.org/10.30983/al-marsus.v3i2.10158Keywords:
Kesejahteraan Guru, Kebijakan Anggaran, Pembinaan ProfesionalAbstract
Abstrak
Adanya kesenjangan penggajian dan jaminan sosial antara guru ASN dan Non ASN di sekolah negeri menjadi problematika sampai sekarang. Penelitian ini bertujuan mendeskripsikan dan menganalisis pembinaan kesejahteraan bagi guru ASN dan non-ASN pada sekolah negeri khusunya SD dan SMP. Metode yang digunakan adalah wawancara dengan 10 kepala sekolah yang dipilih secara purposive sampling pada tahun 2025, data direkam, ditranskripsikan, dan dianalisis secara kualitatif menggunakan pendekatan Miles dan Huberman dengan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil menunjukkan bahwa pembinaan bagi ASN lebih terstruktur karena adanya regulasi yang jelas seperti gaji, jaminan sosial, dan akses pelatihan yang mendukung jenjang karir, sedangkan bagi non-ASN pembinaan sangat bergantung pada alokasi RKAS atau BOS dalam hal penggajian, jaminan sosial yang bergantung pada kebijakan sekolah dan inisiatif sendiri, serta akses pelatihan yang belum berdampak pada jenjang karir. Faktor-faktor yang berkontribusi terhadap kesenjangan meliputi ketergantungan pada dana BOS, kapasitas fiskal sekolah, praktik rekrutmen yang variatif, frekuensi atau keterlambatan pembayaran honor, dan akses subsidi BPJS. Kepala sekolah berperan dalam pengambilan kebijakan namun bergantung pada regulasi dan anggaran. Disarankan standardisasi honor minimum di tingkat daerah, alokasi anggaran khusus pembinaan dan subsidi jaminan sosial, dan penguatan kapabilitas kepala sekolah dalam perencanaan anggaran dan pembinaan yang berkelanjutan.
Abstract
The gap in salaries and social security between ASN and non-ASN teachers in public schools remains a problem to this day. This study aims to describe and analyze welfare development for ASN and non-ASN teachers in public schools, especially elementary and junior high schools. The method used was interviews with 10 principals selected by purposive sampling in 2025. Data were recorded, transcribed, and analyzed qualitatively using the Miles and Huberman approach with data reduction, data presentation, and conclusion drawing. The results show that development for ASN is more structured due to clear regulations such as salaries, social security, and access to training that supports career paths, while for non-ASN development is highly dependent on the allocation of RKAS or BOS in terms of salaries, social security that depends on school policies and their own initiatives, and access to training that has not yet impacted career paths. Factors contributing to the gap include dependence on BOS funds, school fiscal capacity, varied recruitment practices, frequency or delays in honorarium payments, and access to BPJS subsidies. Principals play a role in policymaking but are dependent on regulations and budgets. It is recommended that minimum honorariums be standardized at the regional level, a dedicated budget allocated for social security development and subsidies, and principals' capabilities in budget planning and sustainable development be strengthened.
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